A nationwide random sample of 179 secondary general education math and special education teachers completed a survey asking them about their use of specific instructional practices to help teach math to students with learning disabilities (LD) and emotional/behavioral disorders (EB/D) and their use of specific assessment accommodations with these students. Although general education teachers were generally more knowledgeable about higher level mathematics content (e.g., algebra) than special education teachers, they were less likely to report that they used specific instructional practices and testing accommodations. The number of methods courses taken by teachers and knowledge of course topics both contributed to the number of instructional practices and accommodations used by teachers.

This study determined teachers' perceptions related to application of, and barriers to implementation of the National Council of Teachers of Mathematics (NCTM) Standards with students labeled learning disabled (LD) and emotionally disturbed (ED). A stratified random sample of 129 secondary general education math and special education teachers responded to a mail survey. A majority of special education teachers indicated they had not heard of the NCTM Standards. Respondents reported teaching mostly basic skills/general math to secondary students with LD and ED, versus higher-level math, such as algebra and geometry. Teachers identified lack of adequate materials as a considerable barrier to successful implementation of activities based on the Standards. Implications for practice and future research are also provided.

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Youth who are incarcerated in secure detention and commitment settings display a complex array of educational, behavioral, and mental health issues that affect the services they require, as well as their responsiveness to interventions. Yet, seldom are these needs understood or taken into account when providing services in secure care settings. In this article, research documenting what is known regarding the characteristics of incarcerated youth is summarized. Current research on the use of evidence-based interventions and services for youth in secure settings is reviewed next. Finally, the limitations of existing research and practice and the use of response to intervention (Rtl) for linking youth characteristics to research-based strategies are discussed.

Standards (i.e., implementation, time needed, etc.). Problem-solving and openended problems are difficult for students with learning disabilities.-Secondary special education teacher